BULLETIN    OF    THE    UNIVERSITY    OF    OKLAHOMA 


NEW  SERIES  NO.  62  -  DECEMBER  1912 


The   University    of  Oklahoma 


INAUGURATION  PROGRAM 

and 

ADDRESSES 


NORMAN,  OKLAHOMA 
DECEMBER,  1912. 


The  University  Bulletin,  published  by  the  university,  is  issued 
every  three  months  on  the  fifteenth  as  follows:  March,  June, 
September,  and  December.  Entered  at  the  postoffice  at  Norman,  as 
second  class  matter,  under  act  of  congress  of  July  16,  1894. 


ONn^RSFTYGF  ILLINOIS  LIBRARY" 

FKB  8 11918 

Order  of  Exercises  and  Addresses 


Accompanying  the  Inauguration 


of 


StrattonDuluthBrooks,A.M.,LL.D. 


as 


President  of  the  University  of  Oklahoma 


October  21st,  1912. 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/orderofexercisesOOuniv 


ORDER   OF  EXERCISES 

MONDAY,    OCTOBER    TWENTY-FIRST 

INSTALLATION  CEREMONIES 

TEN-FIFTEEN  O'CLOCK 

INAUGURAL  PROCESSION  from  the  engineering  build- 
ing  TO   THE  ADMINISTRATION   BUILDING. 

James  H.  Felgar,  M.  E.,  Marshal 

ORDER  OF  PROCESSION 

THE  PRESIDENT 

THE  STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 
PRESENT  AND  FORMER  MEMBERS  OF  THE  GOVERNING  BOARD 
SPEAKERS  OF  THE  DAY 
STATE  OFFICIALS 
^  DELEGATES 

INVITED  GUESTS 

THE  ALUMNI  OF  THE  UNIVERSITY 

THE  FACULTIES  OF  THE  UNIVERSITY 

THE  GRADUATING  CLASSES  OF  THE  UNIVERSITY 

MUSIC  BY  THE  UNIVERSITY  BAND 
TEN-THIRTY   O'CLOCK 

INAUGURATION  SERVICE,  Administration  Building 
Honorable  Robert  H    Wilson,  Presiding 

SINGING  OF  AMERICA 

INVOCATION 

Reverend  James  Henry  0.  Smith,  Pastor   First   Christian 
Church,  Oklahoma  City,  Oklahoma 


INAUGURATION  MARCH  Swendsen 

University  Orchestra 

INDUCTION  OF  THE  PRESIDENT.  Presentation  of  the 
University  Seal  and  Keys,  on  behalf  of  the  State 
Board  of  Education 

Honorable  Robert  H.  Wilson,  Chairman 

RESPONSE,  BY  THE  PRESIDENT 

CORNET  SOLO  WITH  ORCHESTRA 

4tI  Know   that   My    Redeemer   LivetrT    (From    Handel's 
"Messiah"; 

Professor  Lloyd  Burgess  Curtis 

INAUGURAL  ADDRESS 

The  President  of  the  University 

HYMN  Nicaea 

BENEDICTION 

Reverend  Thomas   H.    Harper,  Pastor  Plymouth  Congre- 
gational Church,  Oklahoma  City,  Oklahoma. 

RECESSIONAL  MARCH  Sir  Elgar 

University    Orchestra 

TWELVE-THIRTY  O'CLOCK 
LUNCHEON    TO    DELEGATES,  INVITED    GUESTS, 
FACULTIES  AND   GRADUATES   OF  THE  UNI- 
VERSITY, in  the  University  Gymnasium 
TWO-THIRTY  O'CLOCK 

RECEPTION  TO  DELEGATES,  Administration  Building 
Honorable  Robert  H.  V\  ilson,  Presiding 

MUSIC 

University    Band 

ROLL  CALL  OF  DELEGATES 
ADDRESSES  OF  WELCOME 

ON  BEHALF  OF  THE  STATE 

Benjamin  F.  Harrison,  Secretary  of  State 

ON  BEHALF  OF  STATE  UNIVERSITIES 

Albert   Ross    Hill,    Ph.    D.,  LL.  D.,     President  of  the 
University  of  Missouri,  Columbia,  Missouri 

4 


ON  BEHALF  OF  ENDOWED  UNIVERSITIES 

William  Henry  Carpenter,  Ph.  D.,   Provost,    Columbia 
University,  New  York  City 

ON  BEHALF   OF  THE    EDUCATIONAL  INSTITUTIONS  OF 
THE  STATE 
Charles  Evans,  M.  A.,    President  Central  State  Normal 
School,  Edmond,  Oklahoma 

CORNET  AND  BARITONE  DUET 

Professor  Lloyd  Burgess  Curtis  and  Mr.  Bruce  Geyer 

ON  BEHALF  OF  THE  PUBLIC  SCHOOLS 

Thomas  Walter  Butcher,  A.  M.,  Superintendent  of  City 
Schools,  Enid,  Oklahoma 

ON  BEHALF  OF  THE  FACULTIES 

Edwin  DeBarr,  Ph.  D.,   Vice  President  and  Professor  of 
Chemistry,  University  of  Oklahoma,  Norman 

ON  BEHALF  OF  THE  ALUMNI 

Thomas  Frederick   Carey,  A.  B.,  '08,  President  of  the 
Alumni  Association 

ON  BEHALF  OF  THE  UNDERGRADUATES 
Elton  Ballinger  Hunt,  1913 

FIVE  O'CLOCK 
SPECIAL  TRAIN  TO  OKLAHOMA  CITY 

SIX  O'CLOCK 

OKLAHOMA    CITY     CHAMBER     OF     COMMERCE 
DINNER  TO  DELEGATES,  Hotel  Skirvin,  Banquet 
Hall 

EIGHT-FIFTEEN    O'CLOCK 

EDUCATIONAL     CONFERENCE,     Overholser    Opera 
House,  Oklahoma  City 

President  Stratton  D.  Brooks,  Presiding 

ORPHEUS  (Overture)  Offenbach 

University  Orchestra 

ADDRESS,  THE  UNIVERSITY  AND  THE  STATE 

Jay  William  Hudson,  Ph.  D.,  Professor  of  Philosophy, 
University  of  Missouri,  Columbia,  Missouri 

5 


ADDRESS,  LEGAL  EDUCATION  AND  THE  STATE 

Floyd  Russell  Mechem,  A.  M.,   LL.   D.,   Professor   of 
Law,  University  of  Chicago,  Chicago,  Illinois 

RESPONSE 

Justice  Samuel  W.  Hayes,  of  the   Supreme  Court  of 
Oklahoma 

VIOLIN  SOLO  Mazurka  Mlynarski 

Miss  Merle  Newby 

ADDRESS,  MEDICAL  EDUCATION 

Isadore  Dyer,   Ph.    B.,   M.    D.,   Dean  Medical   Department, 
Tulane  University,  New  Orleans,  Louisiana 

RESPONSE 

James  Lafayette  Shuler,   M.  D.,  President  of  the  Oklahoma 
State  Medical  Association,  Durant,  Oklahoma 

ADDRESS,  ENGINEERING  EDUCATION 

Thomas  Ulvan  Taylor,  C.  E.,  M.  C.  E.,  Dean  of  Engineering, 
University  of  Texas,  Austin,  Texas 

RESPONSE 

James  Huston  Felgar,  A.  R,   B.  S.,   M.  E.,  Dean  of  the  Col- 
lege of  Engineering,  University  of  Oklahoma,  Norman 

GRAND  MARCH  FROM  TANNHAUSER  Wagner 

University  Orchestra 


TUESDAY  EVENING,  OCTOBER   TWENTY-SECOND 
EIGHT  TO  TEN  O'CLOCK 

RECEPTION  BY  PRESIDENT  AND  MRS.  BROOKS  to 

THE  DELEGATES,  GUESTS,  FACULTIES,  ALUMNI,  STUDENTS, 
AND  CITIZENS,  AT  THE  PRESIDENT'S  HOME,  CORNER  BOYD 
STREET  AND  UNIVERSITY  BOULEVARD,  NORMAN 


LIST  OF  DELEGATES 


UNITED  STATES  BUREAU  OF  EDUCATION, 
Kendric  Charles  Babcock,  b.  l.,  a.  m.,  ph.  d. 

NATIONAL  EDUCATION  ASSOCIATION, 
James  M.  Greenwood,  a.  m.,  ll.  d. 

OKLAHOMA  STATE  MEDICAL  ASSOCIATION, 
James  Lafayette  Shuler,  m.  d. 

STATE  FEDERATION  OF  WOMEN'S  CLUBS, 
Mrs.  D.  A.  McDougal,  President. 

HARVARD  UNIVERSITY, 

George  Edgar  Ladd,  a.  b.,  a.  m.,  ph.  d. 

YALE  UNIVERSITY, 
George  T.  Knott,  a.  b. 

WASHINGTON  COLLEGE, 
William  R.  Crow. 

COLUMBIA  UNIVERSITY, 

William  Henry  Carpenter,  a.  b.,  ph.  d.,  Provost. 

DARTMOUTH  COLLEGE, 
John  R.  Scotford. 

WILLIAMS  COLLEGE, 

Reverend  Walter  C.  Roe. 

HAMPDEN-SIDNEY  COLLEGE, 
William  T.  Rye. 

GEORGETOWN  UNIVERSITY, 
John  Frederick  Kuhn,  m.  d. 

MIDDLEBURY  COLLEGE, 

Joseph  Homer  Parker,  m.  a.,  d.  d. 

UNIVERSITY  OF  GEORGIA, 
Israel  M.  Putnam,  ll.  b. 

BOWDOIN  COLLEGE, 

Harry  Howard  Cloudman,  a.  b.,  m.  d. 

7 


UNITED  STATES  MILITARY  ACADEMY, 

Colonel  Granger  Adams 
Colonel  Ernest  Hines 
Major  0.  W.  B.  Farr 
Major  H.  G.  Bishop 

OHIO  UNIVERSITY, 

Charles  Clement  Smith,  b.  s.,  ll.  b. 

GEORGE  WASHINGTON  UNIVERSITY, 
Benjamin  Martin,  ll.  b. 

HOBART  COLLEGE, 

Reverend  W.  N.  Colton. 

INDIANA  UNIVERSITY, 
Ross  F.  Lockridge,  ll.  b. 

KENYON  COLLEGE, 

Right  Reverend  Francis  Key  Brooke,  b.  a.,m.  a.,  s.  t.  d.,  d.  d. 

UNIVERSITY  OF  VIRGINIA, 
Justice  Samuel  W.  Hayes. 

WESTERN  RESERVE  UNIVERSITY,  ADELBERT  COLLEGE, 
Paul  Marvin  Pope. 

OXFORD  COLLEGE, 

Edna  Jean  Montague. 

LAFAYETTE  COLLEGE, 

J.  W.  Scroggs,  A.  M.,  D.  D. 

NEW  YORK  UNIVERSITY, 

Lawrence  A.  McLouth,  a.  b.,  m.  pd. 

OBERLIN  COLLEGE, 

Charles  Christopher  Burger,  b.  a.,  b.  d. 

TULANE  UNIVERSITY  OF  LOUISIANA, 
Isadore  Dyer,  ph.  b.,  m.  d. 

ALFRED  UNIVERSITY, 
John  H.  Bonham. 

MOUNT  HOLYOKE  COLLEGE, 
Mrs.  Anders  L.  Mordt. 

UNIVERSITY  OF  MICHIGAN, 

Edwin  DeBarr,  b.  s.,  m.  s.,  ph.  d. 

UNIVERSITY  OF  NOTRE  DAME, 
Thomas  A.  Lyons. 


OHIO  WESLEYAN  UNIVERSITY, 
Harlan  Read,  a.  b.,  m.  a.,  ll.  b. 

BAYLOR  UNIVERSITY, 
Wade  Hill  Pool,  a.  m. 

UNIVERSITY  OF  MISSOURI, 

Albert  Ross  Hill,  a.  b.,  ph.  d.,  ll.  d.,  President. 
Jay  William  Hudson,  a.  b.,  a.  m.,  ph.  d. 

GRINNELL  COLLEGE, 
J.  Fred  Darby. 

UNIVERSITY  OF  WISCONSIN, 
Byron  D.  Shear. 

LAWRENCE  COLLEGE, 

Herbert  Massey  Peck,  ph.  b.,  ll.  b. 

ROCKFORD  COLLEGE, 

Mrs.  Mable  Thomas  Whelan,  b.  a. 

COLLEGE  OF  THE  PACIFIC, 

Nathan  William  MacChesney. 

CORNELL  COLLEGE, 
W.  0.  Mitchell. 

BUTLER  COLLEGE, 

Reverend  James  Henry  0.  Smith. 

PENNSYLVANIA  STATE  COLLEGE, 
George  Latimer  Holter,  b.  s. 

NORTHWESTERN  UNIVERSITY, 
Abraham  Lincoln  Blesh,  m.  d. 

HEDDING  COLLEGE, 
Webb  E.  Baker,  a.  b. 

UPPER  IOWA  UNIVERSITY, 
Percival  Magee,  ph.  b.,  m.  d. 

ILLINOIS  STATE  NORMAL  UNIVERSITY, 

Jasper  N.  Wilkinson. 

CENTRAL  COLLEGE, 

William  A.  Webb,  a.  b.,  Litt.  d.,  President. 

LAKE  FOREST  COLLEGE, 
Reverend  Grant  Stroh. 

BAKER  UNIVERSITY, 

Fowler  Adelphi  Brooks,  a.  m. 

9 


TRINITY  COLLEGE, 

Benjamin  F.  Harrison. 

LAKE  ERIE  COLLEGE, 
Dan  D.  Casement. 
Mrs.  John  Calvin  Treat. 

SIMPSON  COLLEGE, 
R.  P.  Burke. 

WHEATON  COLLEGE, 

Reverend  F.  L.  Johnson. 

KANSAS  STATE  AGRICULTURAL  COLLEGE, 
John  W.  Shartel. 

UNIVERSITY  OF  DENVER, 

George  Henry  Bradford,  b.  o.,  s.  t.  b. 
Edwin  George  Green,  a.  b. 

CENTRAL  WESLEYAN  COLLEGE, 

John  Anton  Klein,  b.  d.,  a.  m. 

VASSAR  COLLEGE, 
Louisa  Brooke,  b.  a. 

KANSAS  STATE  NORMAL  SCHOOL,  Emporia, 
Louis  Warren  Baxter. 

UNIVERSITY  OF  KANSAS, 

Frank  Strong,  a.  b.,  a.  m.,  ph.  d.,  ll.  d.,  Chancellor. 
William  C.  Stevens,  m.  s. 

LEHIGH  UNIVERSITY, 

Frederic  Child  Biggin,  b.  s. 

STATE  NORMAL  SCHOOL,  Buffalo,  New  York, 
Miss  Ruth  E.  Cochran. 

CORNELL  UNIVERSITY, 

Herbert  Delevan  Mason,  ll.  b. 

UNIVERSITY  OF  MAINE, 
S.  P.  Davis. 

UNIVERSITY  OF  ILLINOIS, 

Charles  Hunter  Garnett,  b.  a.,  m.  a. 
WEST  VIRGINIA  UNIVERSITY, 

Daniel  Webster  Ohern,  a.  b.,  a.  m.,  ph.  d. 
UNIVERSITY  OF  THE  SOUTH, 

Thomas  J.  O'Neill. 
WELLS  COLLEGE, 

Anna  Groves  Myers. 

10 


UNIVERSITY  OF  CALIFORNIA, 

Sidney  Edward  Mezes,  b.  s.,  m.  a.,  ph.  d. 

UNIVERSITY  OF  MINNESOTA, 
James  A.  Wilson, 
Lydia  B.  Johnson,  b.  Litt.,  ll.  b. 

HAMILTON  COLLEGE, 
Mrs.  W.  W.  Gilbert. 

UNIVERSITY  OF  NEBRASKA, 
John  Clarence  Resler. 

STEVENS  INSTITUTE  OF  TECHNOLOGY, 
Richard  Edward  Chandler,  m.  e.,  m.  m.  e. 

STATE  NORMAL  SCHOOL,  West  Chester,  Pennsylvania, 
Frank  E.  L.  Hagenbuch. 

CARTHAGE  COLLEGE, 

John  Charles  Helms,  Jr.,  b.  s.,  ll.  b. 

PURDUE  UNIVERSITY, 

Warren  Edmund  Moore,  b.  s.,  c.  e. 

COLORADO  COLLEGE, 
Fred  S.  Caldwell. 

COLORADO  SCHOOL  OF  MINES, 

Herbert  A.  Everest,  b.  s.,  e.  m.,  e.  Met. 

PERU  STATE  NORMAL  SCHOOL, 

Fowler  D.  Brooks,  b.  ed.,  m.  a. 

VANDERBILT  UNIVERSITY, 
Henry  M.  Scales,  ll.  b. 
Isarael  M.  Putnam,  ll.  b. 

TEXAS  AGRICULTURAL  AND  MECHANICAL  COLLEGE, 

Lowery  L.  Lewis,  m.  s.,  d.  v.  m. 

JOHNS  HOPKINS  UNIVERSITY, 

Charles  Joseph  West,  b.  a.,  m.  d. 

UNIVERSITY  OF  COLORADO, 
Lee  Frazier  Banks,  b.  a. 

GEORGETOWN  UNIVERSITY, 

Joseph  Frederick  Kuhn,  m.  d. 
SAM  HOUSTON  NORMAL  INSTITUTE, 

R.  M.  Campbell. 
COLORADO  AGRICULTURAL  COLLEGE, 

Everette  Dean,  d.  v.  m. 


DRAKE  UNIVERSITY, 

William  A.  Brandenberg,  a.  m. 

UNIVERSITY  OF  SOUTH  DAKOTA, 
Lydia  B.  Johnson,  b.  Litt.,  ll.  b.. 

UNIVERSITY  OF  TEXAS, 

Sidney  Edward  Mezes,  b.  s.,  a.  b.,  ph.  d.,  President. 
Thomas  Ulvan  Taylor,  c.  e.,  m.  c.  e. 

ROSE  POLYTECHNIC  INSTITUTE, 

Edgar  G.  Jones,  e.  e. 

HENDRIX  COLLEGE, 
0.  E.  Goddard,  d.  d. 

STATE  NORMAL  SCHOOL,  Natchitoches,  Louisiana, 
Mrs.  John  W.  Wilkinson. 

MACALESTER  COLLEGE, 
George  E.  Johnson. 

OUACHITA  COLLEGE, 
L.  A.  Rowland,  a.  b. 

SOUTHWESTERN  COLLEGE, 

Charles  Newton  Gould,  b.  s.,  m.  a.,  ph.  d. 

CENTRAL  STATE  NORMAL  SCHOOL,  Edmond 
Charles  Evans,  m.  a.,  President. 
William  Cullen  French,  a.  b. 
Francis  Coran  Oakes,  b.  a. 
Maud  Anna  Ambrister,  b.  a. 

OKLAHOMA  AGRICULTURAL  AND  MECHANICAL  COLLEGE, 

Richard  Edward  Chandler,  m.  e.,  m.  m.  e. 

UNIVERSITY  OF  NEW  MEXICO, 

David  Ross  Boyd,  a.  b.,  m.  a.,  ph.  d.,  President. 

LELAND  STANFORD  JUNIOR  UNIVERSITY, 
Arthur  C.  Trumbo,  a.  b.,  ll.  b. 

UNIVERSITY  OF  CHICAGO, 

Floyd  Russell  Mechem,  m.  a.,  ll.  d. 

STATE  NORMAL  SCHOOL,  Albion,  Idaho, 
Russell  H.  Fuller. 

HARGROVE  COLLEGE, 

William  Henry  Martin,  ph.  d.,  President. 

KINGFISHER  COLLEGE, 

Calvin  Blodgett  Moody,  a.  m.,  d.  d.,  President. 

12 


NORTHWESTERN  STATE  NORMAL,  Alva 

Grant  B.  Grumbine,  sc.  b.,  sc.  m.,  President. 

W.  E.  Sloat,  a.  b. 

Minnie  Schockley,  a.  b. 

Charles  Johnson,  a.  b. 

Sarah  Crumley. 

Henrietta  Pyle. 

Blanche  Bussey. 

Vera  Connell. 

OKLAHOMA  STATE  BAPTIST  COLLEGE, 
Anderson  E.  Baten,  d.  d.,  President. 

SOUTHWESTERN  STATE  NORMAL  SCHOOL,  Weatherford 

Ulysses  Jackson  Griffith,  a.  b.,  President. 
UNIVERSITY  PREPARATORY  SCHOOL,  Tonkawa, 

Lynn  Glover,  President. 

Mary  Jane  Bamford,  b.  a. 

LeRoy  Bathuel  Greenfield,  b.  a.,  m.  a. 

Mayme  Mercia  Goodman,  b.  a. 
OKLAHOMA  SCHOOL  OF  MINES  AND  METALLURGY, 

George  Edgar  Ladd,  ph.  d.,  President. 
OKLAHOMA  COLLEGE  FOR  WOMEN, 

James  Burnett  Eskridge,  ph.  d.,  President. 
OKLAHOMA  SCHOOL  FOR  THE  DEAF, 

Albert  Alexander  Stewart,  Superintendent. 
OKLAHOMA  SCHOOL  FOR  THE  BLIND, 

Oscar  W.  Stewart,  Superintendent. 
DROPSIE  COLLEGE, 

Bernard  Revel,  ph.   d. 
SOUTHEASTERN  STATE  NORMAL  SCHOOL,  Durant 

Edmund  Dandridge  Murdaugh,  ll.  m.,  ped.  d.,  President. 

James  Charles  Malory  Krumtum,  A.  b. 
EAST  CENTRAL  STATE  NORMAL,  Ada 

Charles  W.  Briles,  b.  Litt.,  President. 

Rolla  G.  Sears,  a.  m. 
NORTHEASTERN  STATE  NORMAL  SCHOOL,  Tahlequah 

W.  E.  Gill,  President. 
STATE  TRAINING  SCHOOL, 

Edwin  B.  Nelson,  Superintendent. 
OKLAHOMA  METHODIST  UNIVERSITY, 

George  Henry  Bradford,  b.  o.,  s.  t.  b. 
REED  COLLEGE, 

William  Truf ant  Foster,  a.  b.,  a.  m.,  ph.  d.,  President. 

13 


INDUCTION  OF  THE  PRESIDENT 

ADDRESS  BY  ROBERT  H.  WILSON, 
Chairman,   State  Board  of  Education. 


We  come  here  today  for  the  purpose  of  doing  honor  to  the  new 
President  of  our  University.  This  occasion  means  much  to  Oklahoma 
and  we  are  glad  to  have  so  many  present.  Especially  are  we  pleased 
to  have  our  distinguished  friends  representing  other  states  and  univer- 
sities, whose  coming  will  help  and  encourage  us  and  do  much  to  stim- 
ulate this  new  State.  We  have  profited  by  your  examples  in  the 
past.  We  will  continue  to  profit  by  your  worthy  examples  in  the 
future.  Our  citizens,  many  of  them,  have  moved  to  Oklahoma  from 
your  states.  They  oftentimes  look  back  to  their  old  homes  with  loving 
hearts  and  longing  eyes  for  more  of  your  good  citizens  to  come  and 
dwell  among  us. 

We  have  accomplished  great  things  in  Oklahoma  within  the 
past  two  decades.  To  convert  a  raw  and  uninhabited  prairie  into  a 
great  commonwealth,  establish  such  a  school  system  as  we  have  in 
the  short  time  of  twenty  years,  is  no  small  task.  By  this  example  we 
hope  to  be  helpful  to  you  and  that  you  may  be  encouraged  after  ob- 
serving our  development. 

Oklahomans  are  optimists.  We  believe  that  there  is  good  in 
everything.  Some  things  we  know  are  better  than  others.  We  be- 
lieve that  all  institutions  of  learning  are  good,  we  know  that  some  are 
better  than  others;  possibly  all  may  be  improved.  Some  have  said 
that  Oklahoma  has  too  many  educational  institutions,  but  I  say 
emphatically:  "No".  4  We  argue  that  crime  and  ignorance  go  hand  in 
hand.  We  know  that  high-class  citizenship  and  education  go  hand  in 
hand.  Therefore,  he  who  would  destroy  an  educational  institution 
would  build  a  penitentiary.  The  citizenship  of  no  state  is  never  greater 
or  more  polished  than  the  examples  set  by  its  leading  institutions  of 
learning.  The  university  of  a  state  should  be  her  greatest  institution 
of  learning,  around  which  all  others  should  revolve  like  the  planets 
around  the  sun.  It  should  send  its  rays  of  enlightenment  throughout 
the  length  and  breadth  of  the  state  until  its  influence  is  felt  in  every 
walk  of  life;  its  spirit  should  be  felt  in  the  public  schools;  its  spirit  and 
culture  should  radiate  from  every  pulpit;  its  high  ideals  of  justice 
should  radiate  from  every  court  and  bar;  its  wisdom  should  guide  the 
legislative  bodies;  its  high  ideals  of  citizenship  should  govern  the  state. 
There  should  be  but  one  educational  system  in    a  commonwealth    like 


this  with  a  great  university   standing  at  its  head    in  direct  touch  with 
every  educational  organization  even  down  to  the  district  school. 

Sixteen  months  ago,  by  an  act  of  the  Legislature,  the  State  Board 
of  Education  became  the  Board  of  Regents  for  this  University.  I  felt 
then,  and  am  deeply  impressed  now,  with  the  responsibility  of  this 
new  position.  1  believed  then,  and  I  know  now,  that  this  was  the 
greatest  responsibility,  that  it  has  ever  been  my  lot  to  assume.  I  have 
spent  many  sleepless  nights  thinking  of  this  institution,  planning  for 
her  future,  hoping  and  trusting  for  a  brighter  day,  and  I  see  a  brighter 
day  dawning.  In  her  lies  the  key  to  the  educational  situation  of  this 
great  State. 

I  was  convinced  from  the  first  that  the  most  important 
thing  to  be  done  for  our  University  was  to  secure  a  man  for  President 
who  would  be  able  from  the  standpoint  of  thorough  knowledge 
and  broad  executive  ability  to  plan  and  build  a  University  for  the 
future.  I,  with  my  associates,  set  out  to  accomplish  this  end.  With 
a  deep  feeling  of  Justice  toward  all  and  a  firm  determination  to  do 
that  which  was  best  for  Oklahoma  and  her  thousands  of  young  men 
and  young  women  and  her  tens  of  thousands  of  boys  and  girls,  we 
framed  our  plans  for  the  selecting  of  a  proper  man  for  president.  We 
were  not  unmindful  of  the  fact  that  any  radical  change  in  the  es- 
tablished policies  would  bring  criticism  upon  any  board  that  dared  to 
make  a  change;  neither  were  we  unmindful  of  the  interests  of  this 
State  and  her  multitude  of  tax  payers  who  are  interested  in  building  a 
university  equal  to  the  best  in  these  United  States.  When  it  was 
known  that  we,  or  the  majority  of  us,  contemplated  a  change  in 
the  administration  of  the  University,  the  first  question  asked  was: 
"Whom  are  you  going  to  put  in?"  Our  one  and  only  reply  to  all  of 
these  inquiries  v/as:  "The  biggest  man  in  the  United  States  if  he  can 
be  had  for  the  salary  which  we  can  afford  to  pay,  and  we  can  afford 
to  pay  enough  for  the  best."  We  sent  inquiries  throughout  the  length 
and  breadth  of  this  Nation  asking  for  a  man  to  fill  this  presidency. 
Replying  to  letters  of  inquiry  as  to  what  authority  would  be  given  to 
the  new  president,  what  assurance  he  would  have  of  holding  his  posi- 
tion, I  invariably  stated  that  we  were  looking  for  a  man  with  execu- 
tive ability.  We  wanted  a  man  who  would  not  be  controlled  in  his 
recommendations  and  the  administration  of  the  affairs  of  the  Univer- 
sity by  influences  political  or  otherwise  to  the  detriment  of  the  Uni- 
versity. To  these  statements  the  reply  came:  "If  you  proceed  on 
these  plans,  your  administration  and  the  University  of  Oklahoma  wil* 
be  a  success."  We  sometimes  received  this  reply:  "We  can  hardly 
conceive  of  such  conditions  ever  existing  in  Oklahoma,  knowing  the 
history  of  the  past."  Oklahoma  people  would  sometimes  laugh  and 
say  that  we  were  only  evading  the  question  and  that  sooner  or  later 
some  political    friend   would   be   elevated  to    the  Presidency   of   the 

35 


University,  reasoning,  I  presume,  on  the  theory  that  the  University  of 
Oklahoma  has  been  used  as  a  political  football  since  its  foundation, 
and  that  we  had  gone  so  far  in  that  direction  that  it  would  be  impos- 
sible for  a  Board  to  break  away  from  the  old  custom-but  such  was  not 
true.  Neither  did  the  close  personal  friends  of  the  Board  believe  that 
such  was  true.  We  were  looking  for  a  man  of  broad  scholarship, 
strong  personality;  a  natural  executive;  a  born  leader;  a  man  whose 
past  record  would  instill  confidence;  whose  career  had  marked  him  a 
leader  among  men;  whose  attainments  would  mark  him  a  leader 
among  the  great  educators  of  our  time;  whose  native  environment 
was  such  that  Oklahoma  conditions  would  appeal  to  him;  whose  life 
had  been  such  as  to  give  him  keen  sympathy  with  a  new  state  like 
this;  whose  very  soul  would  go  out  for  a  great  citizenship  like  ours  and 
become  a  leader  and  an  example  in  educational  thought  and 
standards.  It  was  impossible  to  find  such  a  man  in  a  day,  a  week,  or 
a  month.  Eight  months  were  spent  in  inquiring  and  investigating. 
We  corresponded  with  men  in  almost  every  state  in  "this  Union.  We 
met  with  many  good  men,  a  large  number  of  whom  would  have  made 
an  ideal  President.  After  eight  months  search  we  found  a  man  on 
whom  we  could  unite;  a  man  who,  in  our  opinion,  possessed  every 
quality  one  should  posses  to  be  the  President  of  a  great  University;  a 
man  in  whom  every  member  of  the  Board  would  have  the  f  llest  con- 
fidence; who  had  already  established  himself  as  one  of  the  foremost 
school  men  of  the  nation;  whose  scholarly  attainments  were  all  that 
we  could  ask;  whose  executive  ability  could  not  be  questioned;  whose 
character,  determination  and  untiring  energy  were  written  on  his  brow; 
born  in  the  West  of  the  western  spirit;  who  loves  the  western  life  and 
its  possibilities;  born  an  optimist  and  a  leader,  who  was  educated  in 
the  North;  having  worked  himself  up  through  the  various  educational 
channels  thereby  testing  his  ability,  testing  his  character,  and  giving 
him  a  thorough  understanding  of  all  problems  in  educational  affairs; 
who  was  later  tested  in  the  East;  a  man  who,  wherever  he  has  gone, 
success  has  been  his  reward.  To  Dr.  Stratton  D.  Brooks,  the  State 
Board  of  Edudation  on  the  9th  day  of  March,  1912,  entrusted  the 
keeping,  the  welfare  and  the  future  of  the  University.  After  three 
days  deliberation,  when  we  had  unanimously  agreed  that  of  all  the 
men  we  had  come  in  contact  with,  he  was  the  man  who  could  fill  this, 
the  most  important  position  in  this  State  v/e  wired  him  for  conference. 
He  came.  We  asked  no  promises  of  him.  He  made  us  none.  He 
said  to  us  that  in  Oklahoma  there  is  a  field  for  the  building  of  a  great 
university;  that  if  he  were  the  proper  man  for  the  place  he  could  build 
a  university  equal  to  that  in  any  of  the  great  states;  that  if  he  could 
not  do  this  then  he  was  not  the  man  for  the  place,  for  the  opportuni- 
ties were  here.  He  said:  "Gentlemen,  what  will  you  do?  What  support 
do  you  propose  to  give  to  the  President  of  your  University?     What  are 

16 


the  conditions  under  which  you  offer  me  this  great  responsibility  and 
do  me  this  honor?  Our  reply  was:  "Sir,  it  is  our  policy  when  a  man  is 
elected  to  the  Presidency  of  one  of  our  educational  institutions  to  turn 
over  to  him  the  seal  and  keys  and  say  to  him:  "Work  out  the  policies, 
build  up  the  institution  and  we  will  stand  by  you."  You  shall  have 
our  support  and  when  the  time  comes  that  we  cannot  support  you  and 
your  policies,  when  we,  as  members  of  the  Board,  feel  it  our  duty  to 
dictate  and  dominate  you  and  your  recommendations,  rather  than  do 
this,  we  will  say  to  you  that  the  time  has  come  when  we  must  part. 
You  may  nominate  your  faculty.  In  short,  you  may  run  this  Universi- 
ty. We  ask  that  you  make  no  more  changes  in  the  faculty  than  are 
absolutely  necessary,  but  when  once  you  have  decided  that  a  change 
is  necessary  we  command  you  to  stand  firm,  make  your  recommenda- 
tions and  you  shall  have  our  support.  We  ask  that  you  study  her 
financial  needs,  and  practice  a  plan  of  economy  that  will  give  to  the 
State  value  received  for  the  money  she  is  spending.  Look  after  this  in- 
stitution as  if  it  were  your  own  private  affair  and  in  all  these  things 
we  will  uphold  and  support  you. 

On  May  1,  1912,  President  Brooks  began  his  work  as  the  recogniz- 
ed head  of  the  State  University.  He  has  only  commenced,  yet  the  re- 
ports come  from  all  sections  of  the  State  that  his  work  and  his 
services  are  proving  very  satisfactory  indeed.  A  new  inspiration 
has  seized  the  faculty;  a  new  hope  has  sprung  up  in  the  hearts  of 
our  people;  and  all  rejoice  today  because  of  the  fact  that  a  new  era 
has  dawned,  a  new  condition  exists.  I  say  that  a  new  hope  has 
sprung  into  our  hearts,  and  I  dare  say  that  there  is  not  one  present 
who  has  not  the  confidence  and  does  not  feel  the  reassurance, 
that  under  the  management  of  President  Brooks  the  University  of 
Oklahoma  is  just  beginning  an  era  of  development  which  in  the  next 
decade  will  place  her  in  a  class  with  the  strong  universities  of  this 
country. 

On  behalf  of  the  State  Board  of  Education,  I  am  here  now  to 
pledge  that  no  political  influence,  so  long  as  I  am  its  Chairman,  shall 
ever  enter  into  the  deliberations  or  workings  of  this  great  institution. 
I  know  that  there  are  those  present  who  believe  that  changes  in  the 
University  have  been  made  for  political  reasons.  I  know  that  there 
are  those  present  who  have  believed  that  such  things  were  true,  but 
do  not  believe  now  as  they  once  did. 

I  must  say  in  this  connection  that  no  one  can  be  more  mistaken, 
no  one  can  be  more  deceived  than  those  who  believe  that  any  change 
during  this  administration  has  been  made  for  political  reasons.  Oar 
Board  for  the  past  twelve  months  has  labored  under  very  adverse  cir- 
cumstances. These  men  have  worked  heroically  for  the  cause  of  edu- 
cation, and  have  been  assailed  at  the  same  time  for  doing  their  duty 
as  though  they  were  a    gang    of   political   pirates.     These    men    have 

17 


served  faithfully  the  people  of  Oklahoma.  They  have  worked  out  a 
system  that  will  remove  politics  from  our  schools.  They  have  done 
their  task  well,  although  they  are  criticized,  and  sometimes  the  finger 
of  scorn  has  been  pointed  at  them  by  those  who  would  have  the  public 
believe  that  they  are  "more  holy  than  thou,"  but  I  say  to  you  that  ten 
years  from  today,  when  the  history  of  this  university  is  reviewed,  the 
good  people  of  this  State,  and  all  others  who  are  acquainted  with  her 
history,  will  refer  to  the  time  when  the  State  Board  of  Education  in 
the  spring  of  1911  took  charge  of  affairs  and  eliminated  a  political 
condition  from  the  State  University  of  Oklahoma  such  as  had  never 
existed  in  an  institution  of  its  kind  before,  when  they  purged  from 
its  system  the  political  bacteria  and  inoculated  it  with  wholesome  edu- 
cational ideas  and  said  to  the  people  of  this  State:  "You  may  con- 
demn us  as  political  crooks,  but  so  long  as  we  serve  this  State  under 
our  oath,  that  long  will  we  do  our  duty  by  her  people  as  we  under- 
stand it,  regardless  of  the  opinion  of  higher  powers  or  the  criticism  of 
the  uninformed.  We  will  leave  it  to  our  children  and  to  their  associ- 
ates to  judge  whether  or  not  we  did  our  duty.  We  will  stand  by  a 
system  that  will  give  to  Oklahoma  a  University  second  to  none.  We 
will  select  a  President  whom  the  politicians  cannot  control,  in  whom 
the  State  will  have  the  greatest  confidence.  We  will  make  Dr.  Brooks, 
President  of  our  University.  We  will  turn  over  to  him  the  seal  and 
keys.  We  will  say  to  him:  'Work  out  the  policies  and  we  will  sup- 
port you.  Make  of  our  young  men,  men  of  courage  and  conviction, 
teach  them  to  be  ready  at  all  times  to  do  their  duty,  both  of  their 
State  and  Nation;  but  above  all  things,  train  them  to  be  men  of  honor, 
and  never  falter  in  their  duty  though  it  may  displease  the  powers  that 
be.  Instill  into  them  the  idea  that  their  oath  is  sacred  and  that  no 
man  who  regards  his  oath  or  his  duty  to  his  state  and  her  people 
lightly  can  be  a  good  citizen' ". 

After  eight  months'  trial,  we  come  on  this  occasion  and  say  to 
President  Brooks:  "You  have  served  us  well;  you  have  kept  the  faith, 
and  our  confidence  in  you  has  increased  daily.  In  this  short  time 
your  influence  has  become  state-wide  and  we  now  feel  that  the  time 
has  come  when  we  should  turn  over  to  you,  in  a  formal  way,  the  keys 
and  the  seal  of  this  University  and  bid  you  God's  speed  in  your  work." 
RESPONSE  BY  THE  PRESIDENT 

"I  am  here  because  I  feel  that  the  University  of  Oklaho- 
ma is  able  to  perform  a  great  public  service  in  which  it  will  be  a 
privilege  to  share.  With  due  humility,  with  a  realization  of  the 
weight  of  responsibility  that  goes  with  undertaking  the  work,  and 
above  all,  with  a  vision  of  the  future  and  a  hope  of  great  accomplish- 
ments, I  accept  these  keys  and  this  seal  as  a  visible  symbol  of  the 
authority  invested  in  the  President  of  the  University.  I  hope  that  the 
prophecies  of  this  day  may  come  to  a  happy  fulfillment. 


INAUGURAL    ADDRESS 

STRATTON    DULUTH   BROOKS 

The  keynote  of  modern  industrialism  is  efficiency.  Every  indus- 
try in  the  land  is  overhauling  methods  and  machinery  and  scrutiniz- 
ing carefully  every  process  of  manufacture  and  distribution  in  order  to 
improve  the  quality  and  reduce  the  cost  of  its  product.  Everywhere 
there  is  a  demand  for  the  efficiency  engineer  who  can  measure  with 
accuracy  the  results  of  industrial  and  commercial  establishments, 
scrutinize  the  processes  of  labor  in  order  to  direct  every  ounce  of 
energy  to  some  productive  purpose,  show  just  where  and  just  why 
losses  occur,  and  advise  competently  the  installation  of  new  machin- 
ery and  the  reorganization  of  methods  of  management. 

The  leading  men  of  every  community  are  aware  of  this  demand 
of  modern  business.  They  know  that  failure  waits  for  the  business 
man  or  the  manufacturer  who  neglects  to  apply  to  his  business 
the  standards  of  efficiency  required  by  modern  compstitive  conditions. 
From  the  recognition  of  the  necessity  of  efficiency  tests  in  private 
business  to  the  desire  for  similar  tests  in  public  business  is  a  step  that 
is  being  rapidly  taken.  That  we  hear  more  about  wastefulness  in 
public  affairs  than  formerly  is  not  due  to  an  increase  in  waste,  but  to 
an  increase  in  the  demand  that  the  waste  be  stopped.  The  com- 
munity is  no  longer  content  to  leave  public  affairs  to  their  elected  re- 
presentatives and  to  accept  the  word  of  those  representatives  that  the 
results  of  administration  are  the  best  that  can  be  obtained.  The 
public  expects  that  the  work  of  its  servants  be  measured  and  that  the 
results  of  the  measurement  be  expressed  in  terms  that  the  public  can 
understand. 

This  demand  for  expert  technical  service  and  for  standards  of 
measuring  it,  places  upon  the  State  University  a  direct  responsibility; 
for  it  is  to  the  University  and  similar  institutions  that  we  must  look 
to  fill  this  need  of  the  community. 

The  chief  function  of  the  university  is  to  train  men  who  can  enter 
into  the  vocations  of  life  with  such  basic  equipment  and  such  technic- 
al training  as  will  enable  them  to  replace  error  with  accuracy,  supplant 
speculation  with  specific  knowledge,  produce  proof  to  offset  erroneous 
assertion,  and  marshal  evidence  to  demonstrate  that  effort  is  effective- 
ly expended. 

But  before  a  university  can  attempt  to  furnish  standards  for 
others,  it  must  measure  itself.     In  order  to  justify  public  confidence  it 


must  be  able  to  show  that  it  has  properly  performed  its  recognized 
duty.  Its  financial  management  can  not  be  less  exact  than  that  of  the 
most  successful  private  institution.  Its  administrators  must  know,  not 
believe,  th^at  every  dollar  derived  from  the  public  treasury  has  been 
expended  in  a  way  that  makes  the  greatest  possible  return.  The 
system  of  accounts  must  be  such  as  prevents  waste,  checks  extra- 
vagance, detects  error  and  enables  the  authorities  in  charge  to  direct 
expenditure  into  channels  that  produce  the  most  valuable  results. 
The  organization  of  courses,  appointment  of  teachers,  distribution  of 
rooms,  assignment  of  hours,  and  a  hundred  other  items  of  internal  ad- 
ministration must  be  such  as  secure  the  maximum  use  of  buildings 
and  equipment  and  direct  the  energy  and  effort  of  instructors  and 
other  employees  in  lines  that  accomplish  the  most  with  the  least  loss. 
Standards  of  admission  must  be  such  as  will  serve  the  best  interests 
of  the  State  and  must  not  be  departed  from  in  order  to  secure  famous 
athletes  or  to  increase  the  enrollment.  To  admit  pupils  unable  to  do 
the  work  of  the  university  is  an  economic  waste  of  their  own  time, 
the  time  of  their  classmates  and  the  time  and  therefore  the  money  of 
the  State.  Standards  of  graduation  must  be  established  and  main- 
tained at  such  a  point  as  gives  reasonable  guarantee  that  the  gradu- 
ates can  perform  efficiently  the  public  and  private  duties  they  may 
b3  called  upon  to  perform.  To  graduate  physicians  or  lawyers  or  eng- 
ineers or  pharmacists  or  teachers  unqualified  for  the  proper  perform- 
ance of  the  duties  of  their  professions  would  mean  untold  damage  to 
the  State.  Misery  and  death  result  from  the  actions  of  incompetent 
physicians  and  pharmacists.  The  illegal  oppression  of  citizens  arises 
from  the  device  of  ill-trained  attorneys.  Expensive  and  improperly 
constructed  public  works  mark  the  path  of  inaccurate  and  inexperi- 
enced engineers;  and  generations  of  children  lose  the  valuable  and  ir- 
recoverable years  of  youth  under  the  tutelage  of  ill-trained  teachers. 

The  loss  in  convenience,  in  comfort,  in  money,  in  ideals,  and  in 
life  itself,  that  the  lack  of  proper  standards  in  a  university  may  inflict 
upon  a  community  are  not  less  serious  because  they  may  not  be 
directly  charged  to  the  university  account.  The  University  has  no  less 
strongly  upon  it  the  necessity  of  establishing  and  maintaining  high 
standards  of  efficiency  because  negligent  public  sentiment  is  satisfied 
with  low  ones.  Regardless  of  the  credit  it  may  reseive  for  the  good  it 
does,  or  the  discredit  that  it  may  avoid,  though  deserved,  for  the  harm 
it  does,  the  University  must  examine  expertly  into  its  own  condition 
and  enforce  ideals  of  efficient  service  greater  always  than  any  de- 
mand the  public  may  make. 

To  make  a  university  efficient  in  all  its  work  is  difficult  indeed, 
but  far  less  difficult  than  it  is  to  prove  this  efficiency  to  the  public. 
In  a  manufacturing  plant  the  cost  of  operating  and  the  value  of  the 
product  may  both  be  measured  in  dollars,  and  the  extent  to  which  the 

20 


value  of  the  product  exceeds  the  cost  of  its  production  gives  in  easily 
understood  terms  the  degree  of  efficiency  of  the  plant. 

For  the  university,  however,  there  is  no  such  measurement.  The 
cost  we  can  understand,  for  it  is  expressed  in  dollars  on  our  tax  bills 
and  always  seems  high  enough  indeed.  But  how  shall  we  measure 
the  product?  How  can  we  prove  at  the  time  of  his  graduation  that 
the  university  graduate  has  been  thoroughly  trained,  or  who  can  tell  in 
dollars  what  he  is  worth  to  the  community?  The  system  of  accounts 
may  show  that  it  has  cost  half  as  much  or  twice  as  much  to  graduate 
a  teacher  as  a  lawyer,  but  how  shall  we  show  that  either  is  worth  the 
cost  ?  In  later  years  the  community  may  recognize  his  worth  and 
attribute  it  in  soma  degree  to  his  university  training.  But  for  the  ex- 
ecutive head  of  a  univers'ty,  the  task  is  more  immediate.  He  needs 
to  know  at  the  time  when  the  class  graduates  that  each  has  been  in 
every  course  under  a  competent  instructor.  The  decision  as  to  the 
value  of  an  instructor's  work  is  difficult  to  make  and  even  more 
d  fficult  to  justify.  Evidence  of  incompetency  is  of  such  a  nature  that 
though  it  may  be  wholly  satisfying  to  the  administrative  head  of  the 
department  or  of  the  institution,  it  can  seldom  be  produced  in  public. 
Tiie  friends  of  a  discharged  teacher  rally  to  his  defense  and  shout 
loudly  of  prejudice  and  persecution  while  the  pupils  prefer  to  suffer 
in  silence  rather  than  endure  the  discomfort  of  public  criticism. 
Nevertheless,  such  decisions  must  be  made.  The  years  of  opportunity 
will  not  come  again  and  must  not  be  wasted.  No  sentiment  of 
sympathy,  no  feeling  of  friendship,  no  personal  preferences,  no  desire 
to  avoid  attack  for  performing  a  disagreeable  duty  can  excuse  the  ad- 
ministrative head  of  the  University  for  retaining  a  teacher  who  lacks 
the  ability  or  the  inclination  to  perform  his  part  in  the  proper  train- 
ing of  men  and  women  for  efficient  service.  Nor,  on  the  other  hand, 
can  he  allow  personal  prejudice  or  partisan 'politics  to  influence  the 
removal  from  office  of  a  teacher  who  is  performing  satisfactory  service. 

When  the  university  has  examined  itself,  compared  its  real  ac- 
complishment with  what  it  ought  to  do,  and  organized  itself  for  the 
best  that  it  can  do,  it  may  with  some  confidence  say  that  it  is  ready 
to  assist  others  in  performing  service  and  establishing  standards  with 
which  to  measure  accomplishment. 

The  lines  of  this  endeavor  are  numerous.  The  very  name  "univer- 
sity" implies  universality.  The  university  is  the  institution  to 
which  the  community  turns  for  instruction  in  any  subject  not  specific- 
ally provided  for  elsewhere.  The  fields  of  service  and  of  influence  are 
limited  only  by  the  financial  restrictions  under  which  the  university 
must  of  necessity  work.    To  but  a  few  can  we  give  attention  here. 

First,  and  greatest,  the  university  is  the  head  of  the  educational 
system  of  the  State.  Head,  not  in  the  sense  that  its  work  is  more  im- 
portant or  its  student  body  larger  than  that  of  other   institutions,    but 


head  in  the  sense  that  through  its  department  of  education  and 
allied  interests  it  should  furnish  real  leadership  and  guidance  for 
every  public  school  in  the  state. 

The  work  of  the  department  of  education  will  illustrate  the  prob- 
lem of  the  university  in  supplying  standards  of  measurement.  In  spite 
of  the  marvelous  progress  of  education  in  the  past  fifty  years,  there 
have  been  and  there  are  now  but  few  real  tests  of  the  actual  efficiency 
of  school  work.  It  is  asserted  that  kindergarten  children  advance  in 
the  grades  more  rapidly  than  other  children.  It  is  asserted  that 
pupils  admitted  to  school  at  six  years  of  age  can  finish  the  elementary 
work  as  soon  as  those  admitted  at  five.  But  these  assertions  and  a 
thousand  others  have  until  very  recent  years  not  been  subjected  to 
proof.  A  hundred  school  superintendents  will  tell  you  that  arithmetic 
is  well  taught.  Few  can  prove  it  by  any  method  that  will  stand  the  test 
of  scientific  criticism.  A  thousand  teachers  can  find  pupils  who  fa'l 
to  pass  their  work.  Few,  if  any,  can  tell  you  why  or  point  out  the 
remedy. 

In  the  psychological  and  educational  laboratories  of  the  universi- 
ties these  questions  and  similar  ones  have  in  the  last  few  years  been 
made  the  subject  of  expert  scientific  investigation  and  some  of  the 
complex  and  perplexing  problems  of  education  have  in  some  measure 
been  solved.  New  methods  and  new  theories  are  being  continuously 
and  scientifically  tested  by  skillful  experts  rather  than  sporadically 
and  unscientifically  by  teachers  whose  business  should  be  instruction 
rather  than  experimentation.  Methods  of  securing  specific  and  definite 
answers  to  many  important  problems  of  elementary  and  secondary 
education  have  been  devised.  It  is  the  business  of  our  University  to 
know  what  has  been  and  is  being  done  wherever  educational  investi- 
gation is  carried  on;  to  contribute  its  own  share  of  intelligent  and 
scientific  experimentation  along  educational  lines;  to  teach  its  own 
students  all  that  is  best  in  educational  thought,  and  above  all  to  train 
prospective  teachers  in  methods  of  study  and  investigation  that  will 
enable  them  after  graduation  to  keep  pace  with  every  advance  in 
educational  theory  and  practice;  to  point  out  definitely  the  applicability 
of  the  results  of  educational  experimentation  to  the  actual  conditions 
existing  in  our  school;  to  see  that  men  and  women  trained  in  the  ex- 
pert application  of  these  methods  are  sent  into  the  schools  of  our 
state,  each  to  become  a  germinating  center  of  inspiration  and  influence 
that  shall  eventually  mean  the  great  improvement  of  our  schools.  An 
annually  increasing  number  of  university  graduates,  thoroughly 
grounded  in  some  special  subject  and  adequately  trained  in  the 
principles  and  practices  of  education  are  going  annually  into  the  high 
schools  of  our  state,  who  with  increasing  maturity  and  added  years  of 
experience,  will  ultimately  fill  the  positions  of  educational  leadership 
in  this  great  Southwest. 

The  university   should  be    a  source  of  information  and  inspiration 


for  every  teacher  in  the  State.  Boanls  of  education,  county  and  city 
superintendents  and  principals  of  high  and  elementary  schools,  should 
be  able  to  secure  advice  and  assistance  in  problems  of  school  organiza- 
tion and  in  the  application  of  scientific  principles  to  the  practices  of 
the  school  room.  By  means  of  the  high  school  inspector  this  assist- 
ance to  schools  and  school  men  is  made  definite  and  accessible.  The 
amount  of  valuable  service  that  a  university  can  render  to  the  public 
schools  by  means  of  its  high  school  inspector  can  scarcely  be  under- 
stood by  one  unfamilar  with  the  situation.  To  the  uninitiated,  the 
work  of  the  high  school  inspector  is  that  of  determining  the  amount 
of  admission  credit  that  the  graduates  of  each  school  may  receive,  if 
its  graduates  attend  the  university.  In  reality,  this  is  a  small  part  of 
his  business.  His  real  purpose  is  the  assisting  of  each  community  to 
establish  and  maintain  a  public  school  system  that  will  best  fit  its 
graduates  for  admission  to  the  great  school  of  life;  to  keep  in  sympa- 
thatic  and  intelligent  touch  with  the  schools  of  the  state;  to  know 
actually  rather  than  theoretically  the  conditions  that  exist  therein;  to 
advise  the  university  competently  in  order  that  its  standards  of  ad- 
m'ssion  may  be  based  not  upon  tradition,  nor  yet  solely  upon  a  con- 
sideration of  its  own  internal  needs,  but  that  the  university  may  ever 
keep  in  mind  the  broad  principle  that  adequate  preparation  for  suc- 
cess in  the  competition  of  life  is  the  very  preparation  that  is  most 
likely  to  enable  a  pupil  to  succeed  in  college  work.  Time  and  atten- 
tion are  given  to  schools  that  have  no  intention  of  preparing  pupils 
for  advanced  work,  just  as  freely  as  to  schools  in  which  preparation 
receives  emphasis.  The  service,  in  short,  is  by  the  university,  not  for 
it. 

It  is  not  for  the  university  but  for  the  State.  Its  effect  in  build- 
ing up  efficient  schools  will  reflect  itself  in  every  educational  institu- 
tion whether  public  or  private.  Both  the  work  of  upbuilding  the 
public  schools  and  the  beneficial  results  must  be  shared  by  all.  The 
other  state  institutions  of  collegiate  rank,  the  normal  schools,  the  uni- 
versity preparatory  schools,  and  the  private  and  denominational  col- 
leges of  the  state  should  each  in  accordance  with  its  purpose  and  in 
proportion  to  its  possibilities  assist  in  this  great  work  of  making  the 
public  schools  of  Oklahoma  the  best  that  are  possible  under  the  exist- 
ing conditions. 

In  the  field  of  legal  education  also  the  university  may  render 
needed  service.  Most  peaceful  men  believe  that  there  are  too  many 
lawyers;  but  those  men  who  have  found  their  property  threatened 
or  their  rights  infringed  have  discovered  that  able  lawyers  are  scarce. 
Today  you  may  have  no  need  of  an  attorney;  tomorrow  your  success 
and  happiness  may  depend  upon  receiving  proper  legal  advice.  The 
greater  the  number  of  lawyers  whose  lack  of  technical  knowledge  and 
sound    practical  judgment    of    business    affairs  is    such    as  to  render 

•23 


their  advice  worse  than  useless,  the  more  important  it  is  that  the 
community  protect  itself  by  preparparing  for  the  practice  of  law,  men 
of  accurate  legal  knowledge  and  sound  practical  judgement.  It  is  the 
business  of  the  university  to  send  out  young  men  whose  preliminary 
training  is  so  thorough  that  under  the  conditions  of  active  practice 
they  will  soon  develop  into  lawyers  of  recognized  ability.  There  is  no 
justification  in  maintaining  a  law  school  to  turn  out  more  lawyers. 
There  is  every  justification  for  a  law  school  to  turn  out  more  able 
lawyers — lawyers  who  elevate  the  standards  of  the  profession  by  be- 
ing in  it,  whose  services  whether  as  private  individuals  or  in  public 
office  as  prosecutors,  legislators,  congressmen  or  judges,  shall  be  a 
potent  influence  in  securing  justice  for  individuals  and  perpetuating 
our  democracy. 

Oklahoma,  like  other  new  states,  seems  to  have  less  law  and  more 
lawsuits  than  the  older  states.  The  great  multitude  of  developing  in- 
terests have  as  yet  not  had  their  legal  limits  defined  by  enactment  or 
determined  by  court  decree.  The  process  of  adjusting  law  to  the 
changing  needs  of  the  community  is  a  continuous  one.  But  in  a  new 
state  the  activity  is  more  acute  and  the  difficulties  of  legal  practice  cor- 
respondingly greater.  In  such  a  state,  it  is  highly  important  to  have 
well-trained  legal  minds  to  forward  this  adjustment.  Magnificent  men 
have  come  from  other  states  and  have  performed  a  noble  service  for 
the  home  of  their  adoption,  but  the  time  has  come  when  the  sons  of 
Oklahoma  should  be  preparing  to  solve  the  problems  of  our  legal  life. 

The  peculiar  conditions  of  the  settlement  of  our  state  and  the  rapid 
influx  of  population  created  immediate  needs  that  had  to  be  filled  as 
best  they  could.  The  result  has  been  the  admission  to  the  bar  of  some 
men  of  doubtful  legal  preparation  and  the  occasional  acceptance  by 
the  people  of  a  grade  of  legal  service  that  will  ultimately  be  found  to 
be  inadequate  to  the  protection  of  our  rights  and  to  the  promotion  of  our 
peace  and  prosperity.  The  protection  of  the  people  demands  that  the 
standards  of  admission  to  the  bar  be  increased  from  time  to  time  in 
order  that  each  successive  generation  of  attorneys  may  be  better 
qualified  than  its  predecessor.  The  requirements  for  admission  to  the 
bar  are  those  established  in  territorial  days  and  are  far  below  the 
standards  recognized  in  other  communities  as  desirable.  There  is  no 
doubt  that  the  number  of  qualified  attorneys  and  the  number  of 
appFcants  for  admission  is  sufficiently  great  to  justify  an  immediate 
increase  in  these  requirements  to  substantially  the  standard  required 
for  graduation  form  the  University  Law  School.  Graduation  from  the 
University  Law  School  is  not  and  possibly  never  should  be  the 
shortest  road  to  the  privilege  to  practice  law,  but  it  should  ever 
remain  the  best  road  of  preparation  for  the  greatest  success  in 
both  individual  and  public  service. 

In  medicine,  as  in    law,  the   university  can    perform  a  service    of 

24 


great  value  to  the  State.  In  the  great  medical  schools  of  this  country 
and  other  countries,  men  are  devoting  their  lives  to  intensive  research 
in  order  to  solve  the  intricate  problems  of  life  and  health.  As  a  re- 
sult of  their  experiments,  many  of  the  dread  diseases  by  which  men 
have  been  swept  away  by  millions  have  been  traced  to  their  lairs, 
their  causes  determined,  their  remedies  proclaimed,  until  today  many 
of  them  bid  fair  to  disappear  forever  from  the  face  of  the  earth.  We 
no  longer  shiver  when  we  speak  of  yellow  fevei  and  in  another  genera- 
tion the  memory  of  the  devastation  once  wrought  by  this  dread  de- 
stroyer in  this  great  Southland  will  have  passed  from  living  memory 
into  recorded  history.  At  every  entrance  to  our  country  stand  watch- 
ful guardians  of  the  public  health  alert  to  keep  from  our  shores  the 
Bubonic  Plague  that  has  in  other  countries  so  many  times  marched 
unchecked  upon  its  devastating  way.  These  men  are  confident 
of  success,  because  as  a  result  of  medical  research  they  know  exactly 
the  cause  of  this  disease  and  its  method  of  transmission.  In  every 
community  there  may  be  found  today  men  and  women  who  have  been 
saved  to  years  of  usefulness  and  happiness  because  of  the  advance  in 
surgical  skill  made  possible  by  the  work  of  the  great  medical  schools. 
Small  pox,  diphtheria,  typhoid  and  a  score  of  other  diseases  claim  year- 
ly fewer  victims  from  those  who  apply  the  remedies  demonstrated  to 
be  efficacious. 

In  the  homes  of  Oklahoma  we  have  need  to  share  these  blessings 
of  mankind.  The  humblest  citizen  in  the  remotest  rural  district  should 
feel  assured  that  the  physician  summoned  to  his  bedside  knows  what 
has  been  done  in  the  best  medical  laboratories  of  the  world.  But  this 
humblest  citizen  has  no  way  of  knowing  whether  the  physician  has 
such  knowledge,  or  having  it,  knows  how  to  apply  it.  Thus  it  becomes 
the  function  of  the  university  to  test  the  men  whom  it  sends  forth  as 
physicians;  to  see  that  they  have  been  taught  all  that  is  best  and  lat- 
est in  medical  science;  to  train  them  in  the  practical  application  of 
their  knowledge;  and  above  all  to  give  them  the  ability  and  the  desire 
to  keep  abreast  of  medical  progress. 

In  accomplishing  this  aim,  we  are  hampered  in  medicine  as  in 
law  by  the  fact  that  the  present  requirements  for  admission  to  prac- 
tice are  below  the  standards  that  are  recognized  as  desirble  for  gradu- 
ation from  the  university.  In  the  field  of  medicine  Oklahoma  has  of 
necessity  made  large  drafts  upon  the  men  of  other  states.  Our  ills 
and  accidents  have  been  attended  to  by  the  physicians  who  were 
available.  The  standards  of  admission  to  practice  have  been  as  high 
perhaps  as  they  could  be  under  the  existing  conditions;  but  certainly 
they  are  lower  than  we  hope  to  have  them  in  future  years.  It  is  not 
sufficient  to  point  to  the  great  body  of  skillfull  physicians  and  sur- 
geons who  have  cast  their  lot  with  Oklahoma.  Great  men  there  are 
among  them  the  equal  of  any  in  the  land,  and  as  a  whole  the  medical 

25 


profession  of  Oklahoma  is  deserving  of  highest  confidence.  But  when 
our  sons  and  daughters  are  ill  it  is  not  the  medical  profession  as  a, 
whole  that  is  summoned  to  attend  them.  We  call  but  one  man.  If, 
because  of  low  standard  of  admission  to  medical  practices  that  one 
man  lacks  in  scientific  preparation  or  technical  skill,  the  lives  of  our 
loved  ones  may  be  sacrificed.  When  you  or  I  summon  a  physician  to 
relieve  misery  or  save  from  death  we  are  entitled  to  the  services  of  a 
man  who  can  surely  render  every  possible  human  aid. 

There  are  many  private  medical  schools  in  other  states  that  have 
been  shown  by  careful  investigation  to  be  inadequately  equipped  and 
defective  in  courses  of  instruction  and  quality  of  teaching,  and  yet 
their  graduates  are  eligible  to  practice  in  our  State.  Every  year  many 
pupils  examine  our  requirements  and  leave  for  other  schools  because 
they  may  more  easily  prepare  themselves  to  practice  ^in  our  State. 
Why  should  we  demand  of  citizens  of  other  states  less  preparation  to 
practice  in  Oklahoma  than  we  demand  of  graduates  of  our  own 
medical  school,  or  why  should  we  allow  our  citizens  to  go  elsewhere 
and  return  to  practice  with  less  careful  preparation  than  we  require 
of  other  citizens  who  secure  their  education  at  home?  We  do  not 
need  a  medical  school  because  we  have  too  few  physicians  but  be- 
cause the  protection  of  the  health  and  happiness  of  our  citizens  re- 
quires that  the  standards  of  the  profession  shall  be  ever  increasing. 

The  necessity  for  and  the  value  of  the  University  Medical  School 
should  not  be  judged  by  the  number  of  its  graduates  but  rather  by  its 
ability  to  improve  the  standards  of  the  medical  profession  of  the  State 
by  admitting  to  it  only  men  of  adequate  preparation.  A  medical 
school  of  low  standard  would  be  an  unnecessary  expense  and  undesir- 
able, however  little  it  might  cost.  A  medical  school  of  high  standard 
is  essential  to  the  welfare  of  the  State  and  is  desirable  at  whatever 
cost. 

In  the  field  of  engineering  the  amount  of  public  and  private  service 
to  be  rendered  is  beyond  computation.  The  development  and  im- 
provement of  our  fair  State  has  scarcely  commenced.  The  resources 
of  a  great  realm  await  development  under  the  direction  of  competent 
engineers.  Our  mountains  are  filled  with  minerals.  Our  plains  con- 
ceal millions  of  dollars'  worth  of  oil  and  gas  and  coal.  The  waters  of 
our  rivers  yet  flow  untrammelled  by  the  dams  that  should  be  making 
power  for  our  factories  or  adding  to  the  fertility  of  our  soil  by  irri- 
gation. Our  increasing  crops  need  railroads  for  their  transportation, 
and  more  and  better  wagon  roads  on  which  to  reach  the  markets. 
Our  cities  have  grown  so  rapidly  as  to  make  men  of  slower  states 
stand  and  marvel,  and  the  future  growth  involves  almost  limitless 
construction  of  sewers,  pavements,  light  and  water  plants  and  trans- 
portation service.  For  each  and  every  one  of  these  projects  there 
must  be  competent  engineers.    Our  office  buildings,  stores  and  manu- 

26 


facturing  plants  should  be  planned  and  constructed  under  the  super- 
vision of  skillful  architects.  Our  factories  cannot  hope  to  compete 
successfully  with  their  rivals  in  other  states  without  employing  chemi- 
cal and  mechanical  engineers.  Millions  of  the  peoples'  money  will  be 
wasted  unless  we  have  civil  and  sanitary  engineers  of  ability  to  sup- 
ervise the  construction  of  our  streets  and  sewers.  Our  telephone,  our 
lighting,  and  our  street  car  service  will  be  inadequate  and  unsatis- 
factory unless  installed  by  expert  electrical  engineers.  The  amount  of 
public  and  private  benefit  to  accrue  from  the  work  of  geological  and 
mining  engineers  can  scarcely  be  prophesied.  For  the  young  man 
who  seeks  a  field  of  useful  service  there  can  scarcely  be  one  more  al- 
luring or  more  filled  with  an  abundance  and  variety  of  opportunity 
than  that  which  Oklahoma  offers  in  engineering. 

The  university  stands  ready  to  meet  these  needs.  In  its  shops 
and  laboratories  there  are  young  men  now  who  are  destined  to  leave 
great  monuments  of  achievement  in  engineering  lines — men  who  are 
being  taught  not  only  to  do  things,  but  to  do  them  so  well  that  they 
shall  serve  as  standards  of  serviceability  and  permanancy. 

Time  forbids  that  we  give  further  detailed  consideration  to  the 
opportunities  and  responsibilities  of  the  University  in  preparing  the 
sons  and  daughters  of  Oklahoma  for  useful  service  in  our  State. 
Human  thought  goes  everywhere,  touches  every  phase  of  human  life 
and  human  endeavor,  and  in  each  and  every  case  there  is  work  that 
the  University  jn ay  profitably  attempt.  The  great  problem  is  one  of 
wise  selection;  to  choose  those  lines  of  work  that  are  most  urgent;  to 
direct  the  energy  of  the  University  to  those  problems  from  which  the 
state  may  most  immediately  profit;  and  as  opportunity  and  resources 
allow,  to  develop  new  fields  of  serviceable  endeavor. 

Education  as  so  far  used  in  this  discussion  may  be  defined  as 
having  for  its  purpose  the  preparation  of  men  and  women  for  useful 
service.  The  university  graduate  is  to  be  judged  not  by  what  he 
knows  but  by  what  he  can  do.  The  value  of  his  education  is  deter- 
mined by  the  degree  of  increase  in  his  ability  to  perform  a  service 
that  will  be  profitable  to  himself  and  useful  to  the  community.  In  re- 
cent years  the  old  ideal  of  the  purpose  of  a  university  "to  conserve, 
discover  and  distribute  knowledge"  has  been  modified  by  requiring 
that  the  knowledge  be  useful.  And  now  we  go  still  further  and  de- 
mand that  the  knowledge  be  not  only  useful  but  that  it  be  used  not 
only  for  private  profit  but  also  to  improve  the  prosperity,  defend  the 
peace,  protect  the  health,  and  enlarge  the  civic,  social,  and  spiritual 
ideals  of  the  community.  The  university  ideal  therefore  goes  far  be- 
yond the  increasing  of  individual  opportunity.  In  this  material  age 
we  are  prone  to  rate  that  man  most  successful  who  is  paid  the  most 
for  his  services  and  therefore  to    evaluate    a    university   education  in 

27 


terms  of  the  increased  earning  power  it    confers    upon    its    recipients;; 
that  is,  in  terms  of  the  usefulness  to  the  individual. 

We  recognize  that  a  university  education  should  do  much 
for  the  individual,  should  increase  his  skill,  give  him  the  power 
to  use  for  his  own  advantage  his  natural  and  acquired  abilities. 
We  see  in  the  profit  to  the  individual  a  direct  return  for  the 
time  and  money  and  effort  that  he  has  expended  in  acquiring 
an  education.  But  in  a  social  structure  such  as  ours,  there  is 
much  clear  thinking  and  hard  working  to  be  done  for  the  ad- 
vancement of  the  public  good.  In  addition  to  the  service  that  a 
man  does  for  himself  there  is  the  service  that  must  be  rendered 
for  the  community — not  the  paid  service  of  elected  or  appointed 
officers,  but  the  thinking  and  planning  and  performing  that  dis- 
tinguishes the  live  and  progressive  community  from  the  dead 
decadent  one.  The  university  has  failed  to  perform  its  proper 
work  if  its  graduates  have  not  the  spirit  and  desire  to  take  lead- 
ing parts  in  all  labors  that  look  to  the  improving  of  the  public 
good.  If  the  only  result  of  college  training  were  to  make  men 
more  useful  to  themselves,  we  might  question  the  propriety  of 
furnishing  such  a  training  at  public  expense.  But  the  history 
of  the  race  shows  that  from  the  educated  have  come  the  great 
things  of  value  to  the  progress  of  humanity  and  we  today  pro- 
vide higher  education  for  our  sons  and  daughters  at  public  ex- 
pense in  full  confidence  that  they  will,  however  great  their  pri- 
vate gain,  give  larger  return  in  public  service. 

In  these  days  we  hear  much  about  vocational  education,  and 
are  inclined  to  evaluate  education  in  terms  of  its  vocational  ap- 
plication. With  this  idea  the  university  should  be  in  full  sym- 
pathy, provided  it  is  allowed  to  remind  its  students  and  the 
public  that  a  subject  may  be  no  less  valuable  because  its  practi- 
cal application  may  follow  less  immediately  upon  its  acquisition. 
When  judged  by  the  standard  of  immediate  use,  much  of  the 
work  of  a  university  seems  of  doubtful  practicability,  but  let  us 
not  forget  that  back  of  every  practical  application  lies  a  general 
theory.  The  applied  sciences  find  their  bases  in  pure  sciences, 
and  the  day  and  the  way  in  which  some  purely  abstract  law  or 
isolated  fact  may  come  into  relation  with  some  other  law  and 
some  other  fact  with  an  application  of  enormous  benefit  to  man- 
kind cannot  be  foretold.  Back  of  the  marvels  of  Edison  and 
Marconi  and  Bell  were  years  of  patient  discovery  of  general 
principles  of  electrical  action.  Back  of  tiie  chemical  processes 
on  which  our  great  industries  are  built  lie  years  of  careful  ex- 
perimentation by  impractical  professors.  In  fact,  when  the  his- 
tory of  mankind  is  read  aright,  it  will  be  found  that  the  greatest 
service  to  its  progress  has  been  rendered  not  by  the  men  who 

28 


did  the  most,  but  by  the  men  who  thought  the  best.  The  univer- 
sity therefore  cannot  be  forgetful  of  its  function  to  provide  a 
place  for  high  thinking  quite  apart  from  possible  immediate  vo- 
cational application.  However  practical  it  may  be  in  some  of 
its  endeavors  it  must  be  apparently  theoretical  in  others.  In 
the  busy  mart  where  men  struggle  for  success,  there  is  little 
time  for  the  calm  deliberation  and  the  lifelong  experimentation 
that  is  often  the  price  of  great  progress.  In  the  university  walls 
where  there  is  peace  there  is  always  hope  that  deliberation  and 
experimentation  may  somehow  and  somewhere  bear  a  golden 
fruitage  from  which  shall  be  distilled  the  wine  of  great  happi- 
ness for  mankind. 

Nor  can  the  university  forget  the  nature  of  its  students.  For 
some,  it  offers  the  opportunity  to  pass  directly  into  paths  of 
chosen  effort.  For  him  who  knows  that  he  will  be  a  doctor,  lawyer, 
engineer,  the  university  may  say:  "That  is  the  better  way.  By 
following  it  you  may  sooner  reach  your  desired  goal  and  be  the 
better  prepared  for  your  chosen  work/'  For  many  there  is  no 
such  easy  decision.  The  dominant  interests  of  life  have  not  yet 
been  awakened.  The  student  does  not  know  what  field  of  work 
may  yet  attract  him,  nor  for  what  his  powers  and  abilities  may 
best  fit  him.  To  such,  the  university  must  be  a  field  of  infinite 
variety  wherein  the  student  may  wander  apparently  at  will, 
though  under  guidance,  in  hopes  that  ultimately  he  may  find 
himself,  may  feel  at  last  his  ambition  for  higher  things  take 
shape  and  lead  him  into  some  definite  way.  The  service  that  the 
universities  have  rendered  in  leading  men  and  women  to  know 
themselves,  to  find  where  their  greatest  interest  called  them,  and 
to  choose  fields  of  labor  in  which  their  strength  gave  guarantee 
of  success,  is  fully  sufficient  to  offset  the  criticism  that  so  many 
university  graduates  have  no  special  fitness  to  earn  a  livelihood. 
The  university  aims  to  give  every  student  a  dominant  interest 
in  life;  to  make  him  feel  that  he  must  work  hard  now  in  order 
to  prepare  for  still  harder  work  to  come;  to  emphasize  for  every 
one  that  his  university  course  should  prepare  him  to  excel  in 
some  useful  service,  and  to  help  him  to  choose  that  vocation  in 
which  he  has  the  greatest  interest  and  the  greatest  possibilities 
of  success.  But,  however  great  the  emphasis  upon  the  voca- 
tional aim  of  education  may  be,  the  university  cannot  forget  its 
duty  to  make  a  man  broader  than  his  business;  to  give  him  a 
wider  human  sympathy;  to  show  him  a  glimpse  of  the  great 
thoughts  of  humanity  and  thus  make  him  a  better  citizen. 

Education  must  enable  a  man  not  only  to  meet  the  technical 
requirements  of  his  business  or  profession  but  it  must  also  vivify 
and  clarify  and   inspire  his  work  by  providing   him  with  nobler 

29 


ideals.  The  minimum  requirement  of  successful  citizenship  is 
that  a  man  be  able  to  contribute  to  the  world's  work  in  sufficient 
measure  to  insure  his  being  able  to  support  himself  and  those  de- 
pendent on  him.  But  in  this  material  age  we  must  be  on  our 
guard  against  accepting  this  degree  of  accomplishment  as  the 
maximum  required  to  fulfill  a  man's  obligation  to  the  community 
in  which  he  lives.  The  peace  and  perpetuity  of  that  community 
are  necessary  conditions  of  his  work  and  he  should  be  able  to 
contribute  his  share  in  establishing  the  ideals  that  secure  the 
perpetuity  of  a  desirable  community  life.  A  man  must  not  only 
do  something  worth  doing  but  he  must  be  something  worth  be- 
ing. The  university  cannot  neglect  to  perfect  him  in  his  doing, 
nor  can  it  neglect  to  perfect  him  in  his  being. 

To  establish  ideals  of  conduct;  to  create  an  appreciation  of 
community  responsibility;  to  develop  the  power  and  the  desire 
to  think  wisely  about  the  complex  problems  of  state  and  nation; 
and  to  cultivate  the  ability  to  express  ideas  effectively  for  the 
forwarding  of  his  own  business  and  the  improvement  of  com- 
munity conditions — all  these  elements  are  no  less  the  business 
of  the  university  than  is  the  perfecting  of  a  man  in  the  arts  of 
his  business  or  profession.  An  analytical  mind,  a  discriminative 
judgment,  the  power  to  distinguish  truth  from  error,  not  only 
in  one's  own  business  but  outside  of  it,  are  qualities  that  the 
graduates  of  the  university  should  have  in  greater  measure  be- 
cause of  the  influence  of  the  university. 

There  is,  however,  a  still  broader  definition  of  education  that 
the  university  must  keep  in  mind;  namely,  that  the  purpose  of 
education  is  to  improve  both  the  labor  and  the  leisure  of  man- 
kind. After  a  man  has  done  all  that  he  needs  to  do  or  desires 
to  do  for  himself  and  for  his  fellow  man,  there  is  still  time  that 
he  may  call  his  own — the  idle  hours  of  life  that  may  be  devoted 
to  that  inalienable  right  of  man — the  pursuit  of  happiness.  In 
these  idle  hours  the  university  finds  vast  fields  of  influence. 
The  result  of  a  university  education  should  be  that  through  in- 
creased capacity  to  labor  the  leisure  hours  come  sooner  and  more 
often  and  are  more  abundantly  filled  with  the  pleasure  that 
mankind  considers  highest  and  best.  To  give  a  man  more  leisure 
but  leave  that  leisure  vacant  would  profit  him  but  little.  The  uni- 
versity is  obligated  to  improve  man's  pleasure;  to  give  him  a  taste 
for  and  an  appreciation  of  all  that  is  best  and  noblest;  to  teach 
him  to  love  music  and  art  and  literature  and  life  In  all  their  vari- 
ous manifestations;  to  enjoy  contemplation,  to  appreciate  acti- 
vity, and  ever  in  peace  and  contentment  to  take  great  pleasure 
in  the  pursuit  of  truth  and  beauty.     Thus  may  a  man  because  of 

30 


his  university  education,  live  more   serviceably,  enjoy  more  in- 
tensely, die  more  conentedly. 

And  when  all  these  things  have  been  well  done  the  univer- 
sity may  feel  that  in  some  small  degree  it  has  fulfilled  its  mis- 
sion. 


The  University  Bulletin  has  been  established  by  the  university. 
The  reasons  that  have  led  to  such  a  step  are:  first,  to  provide  a  means 
to  set  before  the  people  of  Oklahoma,  from  time  to  time,  information, 
about  the  work  of  the  different  departments  of  the  univeisity;  and, 
second,  to  provide  a  way  for  the  publishing  of  departmental  reports 
papers,  theses*  and  such  other  matter  as  the  university  believes 
would  be  helpful  to  the  cause  of  education  in  our  state.  The  Bulletin 
will  be  sent  post  free  to  all  who  apply  for  it.  The  university  desires 
especially  to  exchange  with  other  schools  and  colleges  for  similar 
publications. 

Communications  should  be  addressed: 

THE    U  N IV  E  R S I  TV    BULLETIN 
University  Hall, 
Norman,  Oklahoma. 


Oklahoma  University  Press 


